Academic literature on the topic 'Wh- question words'
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Journal articles on the topic "Wh- question words"
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Jayaseelan, K. A. "Question words in focus positions." Linguistic Variation Yearbook 2003 3 (December 31, 2003): 69–99. http://dx.doi.org/10.1075/livy.3.05jay.
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Malayalam, an SOV language, moves its wh-phrases to a Focus position immediately to the left of V (linearly speaking). Multiple wh-phrases are “stacked” in this position. Wh-extraction from an embedded clause is not possible. When a wh-phrase in an embedded clause has matrix scope, scope-marking is done by two movements: the wh-phrase moves to the Focus position in the embedded clause, and the embedded clause is pied-piped to the Focus position in the matrix clause. It is shown that the device of “Attract” by EPP is inadequate (by itself) to describe these movements (or multiple wh-fronting). We suggest a supplementary device. “Association with focus”, the algorithm by which the question operator accesses question words, is (we suggest) a kind of ‘probe’. In languages which employ strong focusing devices, the question operator’s probe “looks at” only Focus positions. In these languages, wh-phrases must cluster in Focus positions in order to be interpreted.
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ROWLAND, CAROLINE F., JULIAN M. PINE, ELENA V. M. LIEVEN, and ANNA L. THEAKSTON. "Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech." Journal of Child Language 30, no. 3 (2003): 609–35. http://dx.doi.org/10.1017/s0305000903005695.
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Accounts that specify semantic and/or syntactic complexity as the primary determinant of the order in which children acquire particular words or grammatical constructions have been highly influential in the literature on question acquisition. One explanation of wh-question acquisition in particular suggests that the order in which English speaking children acquire wh-questions is determined by two interlocking linguistic factors; the syntactic function of the wh-word that heads the question and the semantic generality (or ‘lightness’) of the main verb (Bloom, Merkin & Wootten, 1982; Bloom, 1991). Another more recent view, however, is that acquisition is influenced by the relative frequency with which children hear particular wh-words and verbs in their input (e.g. Rowland & Pine, 2000). In the present study over 300 hours of naturalistic data from twelve two- to three-year-old children and their mothers were analysed in order to assess the relative contribution of complexity and input frequency to wh-question acquisition. The analyses revealed, first, that the acquisition order of wh-questions could be predicted successfully from the frequency with which particular wh-words and verbs occurred in the children's input and, second, that syntactic and semantic complexity did not reliably predict acquisition once input frequency was taken into account. These results suggest that the relationship between acquisition and complexity may be a by-product of the high correlation between complexity and the frequency with which mothers use particular wh-words and verbs. We interpret the results in terms of a constructivist view of language acquisition.
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Bruening, Benjamin. "Wh-in-Situ Does Not Correlate with Wh-Indefinites or Question Particles." Linguistic Inquiry 38, no. 1 (2007): 139–66. http://dx.doi.org/10.1162/ling.2007.38.1.139.
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Two theories, the Clausal Typing Hypothesis (Cheng 1991) and the unselective binding theory of wh-in-situ, have linked wh-in-situ to two other phenomena typologically: the use of a question particle, and the use of wh-words as indefinites. This article shows, through a typological survey and a detailed comparison of Passamaquoddy and Mandarin Chinese, that there is no connection between wh-in-situ and either property. Passamaquoddy uses wh-words as indefinites in all the contexts Chinese does, but it is a robust wh-movement language. Crosslinguistically, languages of all possible types are attested: most crucially, wh-in-situ languages without question particles exist, and wh-in-situ languages that do not use wh-words as indefinites also exist. In fact, most languages, regardless of whether they are wh-movement or wh-in-situ languages, have question particles, and most languages use wh-words as indefinites.
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Nurjanah, Nurjanah, Doni Anggoro, and Nina Dwiastuty. "Error Analysis of the Use of Question Words in English Sentences." Scope : Journal of English Language Teaching 2, no. 01 (2018): 80. http://dx.doi.org/10.30998/scope.v2i01.2274.
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<p align="center"><strong> </strong></p><p>The research aims to analyze the error in using questions word on second grade students of MTs. Hidayatussalafiyah. Question is one of important aspect that students need to master not only in writing but also speaking. There are several types of questions that students need to learn. The types of questions that discuss in this research are “Yes/No-Questions” and “Wh-Questions”. The data are collected through observation, discussion, books and also documentation. By the data, the research finds the most error the students made in each category. The research findings also prove the students need more explanation in forming questions especially in writing. Based on the result, the student faced more difficult in forming “Yes/No-Questions” than in “Wh-Questions” category. They made mistake for 298 or 65.07% in “Yes/No-Questions and 160 or 34.93% in “Wh-Questions” from the total mistakes. The most difficult question for them in “Yes/No-Questions” is to form “are you studying your grammar book?” or using “be (is/am/are) in present progressive tense”. The total number of mistakes for this questions are 26 or 8.4%. And, for the “Wh-Questions”, they made more mistake to form “what time did you eat lunch?” or using “what time” to ask about the time.<em></em></p><p><em> </em></p><p>Key words: error, analysis, question words</p>
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Yang, Yang, Stella Gryllia, Leticia Pablos, and Lisa Lai-Shen Cheng. "Clause type anticipation based on prosody in Mandarin." International Journal of Chinese Linguistics 6, no. 1 (2019): 1–26. http://dx.doi.org/10.1075/ijchl.18004.yan.
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Abstract Mandarin wh-words such as shénme are wh-indeterminates, which can have interrogative interpretations (‘what’) or non-interrogative interpretations (i.e., ‘something’), depending on the context and licensors. For example, when diǎnr (‘a little’) appears right in front of a wh-word, the string can have either a wh-question or a declarative interpretation (henceforth, wh-declarative). Yang (2018) carried out a production study and the results showed that wh-questions and wh-declaratives have different prosodic properties. To investigate whether and when listeners make use of prosody to anticipate the clause type (i.e., question vs. declarative), we conducted a sentence perception study and an audio-gating experiment. Results of the perception study and the gating experiment show that (1) Participants can make use of prosody to differentiate the two clause types; (2) Starting from the onset of the first word of the target sentence (wh-question/wh-declarative), participants already demonstrate a preference for the clause type that was intended by the speaker. The current study also sheds light on the clausal typing mechanism in Mandarin (e.g., how to mark a clause as a wh-question) by providing evidence of the role of prosody in marking clause types in Mandarin.
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Akanbi, Timothy Adeyemi. "On The WH Question Particle [Wo] In Yorùbá̀." European Scientific Journal, ESJ 12, no. 17 (2016): 414. http://dx.doi.org/10.19044/esj.2016.v12n17p414.
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Every language has markers which are used in order to turn a positive sentence to an interrogative one; and native speakers of such language know the appropriate marker to use in any particular structure in order to ask questions or elicit information. Many of the WH question markers in Yorùbá are composed of one word. However, the question particle …wo ‘when/which36’ which is the focus of this paper, appears to be different in that it is composed of more than one word in its occurrence before it can function as a WH question marker. The focus of this paper is on this particular WH question particle (…wo) in Yorùbá. I argue that this particle is composed of more than one word before it can function as a question marker and turn a positive sentence to an interrogative one. In other words it must combine with either a prepositional phrase (PP) or a noun phrase (NP) and thereafter move to Spec-CP through movement rule of internal merge to check its WH interrogative feature for proper convergence at Spell-Out.
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AMBRIDGE, BEN, CAROLINE F. ROWLAND, ANNA L. THEAKSTON, and MICHAEL TOMASELLO. "Comparing different accounts of inversion errors in children's non-subject wh-questions: ‘What experimental data can tell us?’." Journal of Child Language 33, no. 3 (2006): 519–57. http://dx.doi.org/10.1017/s0305000906007513.
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This study investigated different accounts of children's acquisition of non-subject wh-questions. Questions using each of 4 wh-words (what, who, how and why), and 3 auxiliaries (BE, DO and CAN) in 3sg and 3pl form were elicited from 28 children aged 3;6–4;6. Rates of non-inversion error (Who she is hitting?) were found not to differ by wh-word, auxiliary or number alone, but by lexical auxiliary subtype and by wh-word+lexical auxiliary combination. This finding counts against simple rule-based accounts of question acquisition that include no role for the lexical subtype of the auxiliary, and suggests that children may initially acquire wh-word+lexical auxiliary combinations from the input. For DO questions, auxiliary-doubling errors (What does she does like?) were also observed, although previous research has found that such errors are virtually non-existent for positive questions. Possible reasons for this discrepancy are discussed.
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Xu, Beibei. "Nandao-Questions as a Special Kind of Rhetorical Questions." Semantics and Linguistic Theory 22 (September 3, 2012): 508. http://dx.doi.org/10.3765/salt.v22i0.2643.
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This paper addresses the syntax and semantics of a special kind of Rhetorical Questions (RQs) in Mandarin, i.e. questions with nandao (nandao-Q). Nandao-Qs necessarily have rhetorical question readings. To derive this, I propose that nandao is a WH-word which takes a question denoting a single proposition and turns it into a set with the complement proposition. This analysis differs significantly from earlier proposals for deriving RQ meanings as asserting the negation of the proposition denoted by its IP (cf. Sadock 1979, Han 2002, a.o.). The degenerate question nature of nandao-Q can explain why nandao-Q unlike Ordinary Questions (OQs) cannot be embedded under [+wh] selecting words like wen and zhidao.
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Choi, Young-Sik. "Asymmetry of Locality." Korean Linguistics 13 (January 1, 2006): 115–29. http://dx.doi.org/10.1075/kl.13.05ysc.
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Abstract. This paper deals with an old, but recurrent, topic of a certain asymmetry of in situ wh-words with respect to classical extraction domains. Huang's analysis (1982) of wh-word scope tak-ing cannot offer an empirically adequate account for this important asymmetry, apart from the conceptual problem that does not fit into the minimalist assumption of computation (Chomsky 1995). I suggest two ways of scope taking at LF: movement of way 'why' vs. unselective binding of indefi-nite wh-words by the question morpheme. I will show that scope taking of in situ wh-words along this way can nicely account for the observed asymmetry of in situ wh-words with respect to islands, conforming to the minimalist thesis of movement as a last resort.
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Davis, Christopher Michael, and Eric McCready. "Expressives and Questions." Semantics and Linguistic Theory 26 (October 22, 2016): 753. http://dx.doi.org/10.3765/salt.v26i0.3878.
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This paper explores the interaction of expressive content with the oper- ation of alternative generation in question denotations. We take as test cases expressive antihonorifics appearing in wh-words, wh-phrases and verbal morphology, and show that antihonorific content within the wh-phrase applies to all alternatives, while antihonorifics outside the wh-phrase apply only to true alternatives, closing with implications for the theory of expressive meaning.
Dissertations / Theses on the topic "Wh- question words"
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Tierney-Hancock, Christian. "L'interrogation au fondement de l'interaction langagière." Thesis, Bordeaux 3, 2018. http://www.theses.fr/2018BOR30059/document.
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La linguistique est une science et en tant que telle se doit d’avancer des explications sur les faits de langue. Notre objet est l'interrogation. Notre méthode est inspirée des sciences naturelles. Après un survol théorique, nous tentons de situer l'émergence de l'interrogation parmi un ensemble des phénomènes linguistiques et cognitifs. L'interrogation apparaît entre la deuxième et troisième année chez l'enfant. Les animaux ne possèdent pas l'interrogation, ce qui laisse penser que l’interrogation est un phénomène essentiellement humain. Les mots interrogatifs en wh- concentrent les propriétés fondamentales de l’interrogation et on en trouve d’ailleurs des équivalents dans presque toutes les langues du monde. Le logogène wh- repose sur des mécanismes neurologiques précis, que nous tentons d’identifier grâce aux apports récents des neurosciences. Nous procédons à des études de cas tirés du corpus Lara, qui est disponible dans la base de données CHILDES. Il existe une corrélation entre complexité syntaxique et questions élaborées. Nous le montrons de manière quantitative et qualitative. Nous étudions aussi les wh-words et leurs collocations pour mettre en évidence un réseau. L'interrogation a joué un rôle important dans l'évolution de notre espèce, à travers la mutation du gène myh16. L'interrogation permet l'accès à une sémantique élaborée. L'interrogation est présente à la source de la philosophie occidentale. L'interrogation est au fondement de l'interaction langagière<br>Linguisticsis a science and as a such must explain the facts of language. Our method draws its inspiration from biology. After reviewing the relevant literature, we attempt to relate the emergence of interrogation to other cognitive and linguistic phenomena. Interrogation appears in child language between the ages of two and three. Interestingly, numerous studies have established that animals do not use questions, so that interrogation seems to be an intrinsically human process. Wh- question words epitomize interrogation and almost every language has them. The logogen wh- has a precise neurological base. We study the Lara Corpus extracted from the CHILDES database. There is a correlation between MLU and the complexity of questions asked by the child. We also study wh- words and their collocations to highlight the existence of a network. This network allows us to elaborate a Minimal Mind Design. Interrogation emerged after the mutation of myh16 in our species and is body-based. It provides access to elaborate semantics and has played a crucial role in Western philosophy. Interrogation is the foundation of language-based interactions
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Kangassalo, Raija. "Mastering the question : the acquisition of interrogative clauses by Finnish-speaking children." Doctoral thesis, Umeå universitet, Humanistiska fakulteten, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65781.
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The aim of this dissertation is to chart the development of interrogative syntax among Finnish-speaking children between the ages of 1 to 4 years living in Sweden. The material consists of language samples taken from eleven Sweden-Finnish children with Finnish as their first language. The data from the corpus have been compared with acquisition studies of Finnish-speaking children in Finland, with material from an adult-language corpus and with studies of children speaking other languages than Finnish. The first questions appearing in the corpus are wh-questions, on average at the age of 1.9 and one month earlier than yes/no-questions. Both wh-questions and yes/no-questions are produced by all children in the corpus, whereas disjunctive questions are used by only one child. Wh-questions comprise approximately two thirds of the interrogatives and yes/no-questions a third; only one disjunctive question is used. The older the child, the greater the proportion of yes/no-questions. The earliest wh-question words are tnikä 'what' nom. sg., missä 'where' and mita 'what' part, sg., used by one-year-olds. Kuka 'who' nom. sg., mihin 'where to' and miten 'how' all appear before the age of 2.6, and miksi 'why1, mista 'where from' and minkä 'what* acc. 1 sg. start being used before the age of three. The use of milloin 'when', kenen 'whose', minkä varinen 'of what color' and mitkä 'what' nom. pl. commences at the age of three. Other question words and question word forms are produced by a few children. Wh-interrogative clauses in this study have been divided into ellipses, on-clauses, V-clauses and Adnom-clauses. The ellipses and cm-clauses are acquired on average at the age of 1.9, V-clauses at 1.11 and Adnom-clauses at 2.3. The question words are used correctly for the most part, with the same references as in adult speech. Semantic misuse of mikä 'what' was detected in 2 % of the pronoun's occurrences; kuka 'who' is misused relatively often, 38 % of the time. The different case forms of the interrogative pronouns and adjectives are on the whole used correctly. One pronoun form susceptible to misuse is nom. sg. mikä 'what', often erroneously produced instead of some other case form. The interrogative adverbs are used according to adult norms almost without exception. The earliest yes/no-questions in the corpus are -kO-questions, starting on average at age 1.10; the use of -hAn-questions begins at age 2.5. Other yes/no-questions appear at a much later date. The first -kO-questions are neutral -kO-questions. Focused -kO-questions are acquired somewhat later on. The neutral -kO-questions have been divided into onko 'Is it?'-questions, Simple V+kO-questions, Aux+kO-questions and Neg+kO+V-questions; the various types of questions are acquired in that order. The interrogative clauses in the corpus have been categorized as information-eliciting questions, directive questions, conversational questions and expressive questions; their acquisition follows ibis order.<br>digitalisering@umu
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Rowland, Caroline F. "The grammatical acquisition of wh-questions in early English multi-word speech." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11615/.
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Recent studies of wh-question acquisition have tended to come from the nativist side of the language acquisition debate with little input from a constructivist perspective. The present work was designed to redress the balance, first by presenting a detailed description of young children's wh-question acquisition data, second, by providing detailed critiques of two nativist theories of wh- question acquisition, and third, by presenting a preliminary account of young children's wh-question development from a constructivist perspective. Analyses of the data from twelve 2 to 3 year old children collected over a year and of data from an older child (Adam from the Brown corpus, 1973) are described and three conclusions are drawn. First it is argued that the data suggest that children's knowledge of how to form wh-questions builds up gradually as they learn how to combine lexical items such as wh-words and auxiliaries in specific ways. Second, it is concluded that two nativist theories of grammatical development (Radford, 1990, 1992, 1995, 1996, Valian, Lasser & Mandelbaum, 1992) fail to account successfully for the wh-question data produced by the children. Third, it is asserted that the lexically-specific nature of children's early wh-questions is compatible with a lexical constructivist view of development, which proposes that the language learning mechanism learns by picking up high frequency lexical patterns from the input. The implications of these conclusions for theories of language development and future research are discussed.
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Jabeen, Farhat [Verfasser]. "Prosody and Word Order : Prominence Marking in Declaratives and Wh-questions in Urdu/Hindi / Farhat Jabeen." Konstanz : KOPS Universität Konstanz, 2019. http://d-nb.info/1212796543/34.
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Chernova, Ekaterina. "The syntax of wh-movement in multiple (true and echo) questions. A Q-particle approach." Doctoral thesis, Universitat de Girona, 2015. http://hdl.handle.net/10803/380553.
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This dissertation studies typological distinctions among wh-fronting languages with respect to syntax of multiple questions. The main goal of this study is twofold: to provide a unified syntactic account of different patterns of wh-movement in true multiple wh-questions in general, and in echo wh-questions in particular. The dissertation proposes an account on how languages resorting to multiple wh-fronting (e.g. Russian) can be captured within Q-theory (Cable 2010), initially proposed for languages with single wh-fronting (e.g. English). It is argued that analysing the formation of whquestions with a unifying theory and in a comparative way can shed light not only on the canonical interrogative syntax, but also on such understudied phenomena as echo wh-questions. This dissertation extends the crosslinguistic study of echo questions by presenting novel evidence that multiple whfronting languages do exhibit overt wh-fronting in echo questions.<br>La tesis estudia las diferencias paramétricas entre varias lenguas con movimiento qu- obligatorio respecto a la formación de las preguntas múltiples. El objetivo principal consiste en proponer un análisis sintáctico unificado de diferentes patrones de movimiento qu- para las preguntas múltiples canónicas y para las preguntas de eco. Se discute cómo en el marco de la Teoria-Q (Cable 2010), inicialmente desarrollada para lenguas con movimiento simple (e.g., inglés), se puede captar la sintaxis de las interrogativas en lenguas con movimiento qu- múltiple (e.g., ruso). El análisis de la formación de las preguntas qu- dentro de una teoría unificadora y desde una perspectiva comparativa aclara además otros fenómenos poco estudiados, como las preguntas de eco. En este trabajo se amplia el análisis comparativo de estas interrogativas a otras lenguas tipológicamente distintas y se demuestra que las que presentan movimiento qu- múltiple muestran evidencias de desplazamiento explícito en las preguntas de eco.
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Hadji, Moradlou Sara. "Early child grammars." Thesis, Université de Paris (2019-....), 2019. https://theses.md.univ-paris-diderot.fr/HADJI_MORADLOU_Sara_va2.pdf.
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Cette thèse combine le travail sur corpus, la spécification formelle et l'investigation expérimentale, pour caractériser les étapes initiales de l'apprentissage des langues - l'étape mono-mot. Dans la première moitié de cette thèse, nous développons une taxonomie des énoncés d'un mot en nous inspirant de travaux sur les Énoncés non phrastiques des adultes et d'études antérieures sur la pragmatique du langage des jeunes enfants. Nous fournissons des descriptions formelles pour les types de notre taxonomie qui permettent de représenter le contenu sémantique des énoncés d'un seul mot en utilisant les mêmes outils que ceux utilisés dans les grammaires pour adultes. Comme dans les énoncés non phrastiques de l'adulte, la signification des énoncés d'un seul mot de l'enfant repose fortement sur des éléments contextuels. Dans la deuxième partie de la thèse, nous examinons de plus près les interactions questions--réponses. Nous décrivons la structure dialogique de ces interactions parent-enfant et donnons une théorie sur la façon dont le sens des questions peut être appris de façon interactive. Nous comparons ensuite l'émergence des réponses aux questions partielles (wh-questions en anglais: où, quoi, qui, etc.) et questions totales (polar questions en anglais, les questions dont la réponse est oui ou non), à l'aide d'études de corpus et d'expériences de lecture de livres partagés en allemand et en mandarin. Nous montrons qu'une sous-catégorie de questions partielles émerge (en tant que réponses) avant les questions totales, et discutons des facteurs contribuant à cette conclusion contre-intuitive, à la lumière de nos propositions antérieures fortement dépendantes du contexte sur la façon dont les significations des questions sont acquises<br>This thesis combines corpus work, formal specification, and experimental investigation, to characterize the beginning stages of language learning---the single-word stage. In the first half of this thesis, we develop a taxonomy of one word utterances drawing inspiration from work on adult non-sentential utterances, and previous studies of early child language pragmatics. We provide formal descriptions for the types in our taxonomy that allow representation of semantic content of single-word utterances using the same tools employed in adult grammars. As in adult non-sentential utterances, meaning in children's one-word utterances relies heavily on contextual elements. In the second half of the thesis, we take a closer look at question--answer interactions. We describe the dialogical structure of such parent--child interactions, and provide a theory of how question meanings might be learned interactively. We then compare emergence of answers to wh- and polar questions, using corpus studies, and shared book reading experiments in German and Mandarin. We show that a subclass of wh-questions emerge (as answerable) before polar questions, and discuss factors contributing to this counter-intuitive finding, in light of our earlier heavily context-dependent proposals for how question meanings are acquired
Book chapters on the topic "Wh- question words"
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Clements, J. Clancy, and Ahmar Mahboob. "Wh-words and Question Formation in Pidgin/Creole Languages." In Language Change and Language Contact in Pidgins and Creoles. John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/cll.21.16cle.
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Kirk, Allison. "Word order variation in New Testament Greek wh-questions." In Historical Linguistics 2009. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/cilt.320.15kir.
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Westergaard, Marit. "Chapter 3. Word order and verb movement in Norwegian wh-questions." In Linguistik Aktuell/Linguistics Today. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/la.243.03wes.
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Poletto, Cecilia, and Jean-Yves Pollock. "Remnant movement and smuggling in some romance interrogative clauses." In Smuggling in Syntax. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197509869.003.0010.
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This chapter analyzes the syntax of interrogative clauses in French and in some Northern Italian dialects (NIDs), including so-called “wh-in-situ” configurations. It shows that their intricate properties can be derived from standard computations (“wh-movement” and remnant movement of vP/IP to a Top/ground slot) to either the vP Left periphery (“LLP”) or the CP domain (“HLP”). If so, it becomes necessary to raise the question of why some languages make use of the LLP or the HLP, or indeed both, like French, as argued in sections 2–7. In significant cases the morphological properties of the various Wh-words and the surface forms of the sentences provide all the clues required by the language learner and the linguist. In French, movement of interrogative pronouns to the HLP is actually movement to a free relative layer. This is an automatic consequence of the fact that, as in Germanic, most French and Romance wh-items are morphologically both (free) relative and interrogative pronouns. This will explain the distribution of French Quoi (what)—only an interrogative pronoun—and similar items in a number of NIDs (Che in Bellunese and Illasi, Què in Borgomanerese and Monese). In the same vein, sections 9–11 show that the fact that French Que is both an interrogative and relative element, in addition to being a clitic qua interrogative, will account for its properties in conjunction with a “smuggling” analysis of Subject Clitic Inversion (SCLI). Sections 14–16 show that many NIDs make use of both the LLP and the HLP and that smuggling is involved in deriving the form and interpretation of interrogative clauses in Bellunese, Illasi, and Monese. In addition to renewed empirical arguments in favor of remnant movement and smuggling, sections 2–7 argue that embedded interrogative infinitives in (at least) French are vPs and only have a (sometimes truncated) LLP. In addition to the fruitfulness of the “smuggling” idea for Romance, the main theoretical result of this chapter is that the interrogative syntax of the languages and dialects studied here supports the idea that “relative constructions” or “interrogative constructions” are not primitives of the language faculty, since in significant cases the derivation of questions activates both the interrogative side of the LLP and the (free) relative side of the HLP.
Conference papers on the topic "Wh- question words"
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Tam, Wai Lok, Namgi Han, Juan Ignacio Navarro-Horñiacek, and Yusuke Miyao. "Finding Prototypes of Answers for Improving Answer Sentence Selection." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/573.
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Answer sentence selection has been widely adopted recently for benchmarking techniques in Question Answering. Previous proposals for the task are essentially general solutions taking the form of neural networks that measure semantic similarity. In contrast, the present paper describes a simple technique to take advantage of such general-purpose tools for dealing with questions and answer sentences without changing the base system. The technique involves replacing wh-words in input questions with a word denoting the prototype of all answers. These transformed questions are passed as input to an existing neural network built for measuring semantic similarity. This technique is evaluated on two different neural network architectures over two datasets: TrecQA and WikiQA. Results of our experiments show improvement in overall accuracy across most question types we are interested in: `who', `when' and `where'-type questions.
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Gryllia, Stella, Lisa Lai-Shen Cheng, and Jenny Doetjes. "On the intonation of French wh-in-situ questions: What happens before the wh-word is reached?" In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-125.
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Yanko, T. E. "RUSSIAN ADVERB DAVNO ‚LONG AGO, FOR A LONG TIME‘ REVISITED FROM A CORPUS PERSPECTIVE." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-773-783.
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During the last twenty years, the Russian adverb davno ‘long ago, for a long time’ was widely discussed in literature. It was recognized that the unique parameter of davno is its inability to be the theme of a sentence. Moreover, if davno functions in the context of aspectual forms relating to the past it can only be the rheme. In the context of the aspectual verbal forms relating to the past but preserving the connection with the moment of speech, davno can be either the rheme proper, or a component of the rheme. A classic example of an aspectual verb form referring to the past is the general factual meaning of the imperfective aspect. At present, the spoken data corpora can shed light on the communicative structure analysis, since the prosodic structure of the sound speech provides a straightforward access to the communicative structure. Novel parameters of davno are as follows. 1) Whereas davno is traditionally recognized as a word of rhematic polarity it can nevertheless function as a component of the theme in the context of attributive clauses and constructions (Davno soglasovannyj visit dolzhen byl sostojatjsja v aprele ‘A visit planned long ago would take place in April’). 2) The general factual meaning of the imperfective aspect, contrary to what was assumed before, is not an absolute prerequisite for davno to function as the rheme. The spoken corpus showed that in the context of negation and in the context of the verbs of speech, the general factual allows for davno to function as a component of the rheme but not the rheme proper (Ja davno tebja ne videl ‘I have not been seeing you for a long time’; My davno govorili, chto nasha zadacha — eto borjba s terrorismom ‘We have been insisting for a long time that our main goal is the struggle against terrorism’). 3) A specific type of questions with the initial davno (as well as with other adverbs with the meaning of a considerable quantity like chasto ‘often’, mnogo ‘much’, and daleko ‘far away’) is singled out. Such questions cannot be unambiguously classified either as yes-no-questions or as wh-questions (I davno vy zdesj stoite? ‘And how long are you staying here?’). A description of unique prosody of such questions is given. 4) In the context of discourse continuity, davno acquires the rising prosody which is in fact uncharacteristic of a word, which is unable be the theme (Xotel eto sdelat’ davno, no teperj sdelaju tochno ‘I wished to do it long ago, but now I will do it for sure’). The rising tone is accounted for by the meaning of continuity, which has the same prosody as the theme. 5) In constructions kogda-to davno ‘once upon a time’, ochenj davno ‘very long ago’, davno-davno ‘very long ago’, davnymdavno ‘very long ago’, dovoljno davno ‘quite long ago’, ne tak davno ‘not so long ago’ davno loses its rhematic polarity. The parameters of davno are exemplified by spoken fragments taken from the Multimodal corpus of the Russian National corpus, and the minor working collection of the Russian speech recordings specifically set up for this investigation. The software program Praat was used in the process of analyzing the sound data.